Geometry/Measurement - files.nwesd.org · Web view3.4.E Solve single- and multi-step word problems...

WashingtonMath K-5

Final by TopicPrepared by Marzano Research Laboratory

2010

Working DRAFT produced in cooperation between the ESD Mathematics/Science Network and Marzano Research Labs. Contact your local ESD for implementation support. 1

Measurement Topic K 1 2 3 4 5

Strand: Geometry/Measurement

Perimeter, Area, Surface Area and Volume + + +

Properties of Geometric Figures + + + + +

Lines/Angles + +

Money +

Measurement Using Non-Standard units/location terms + + +

Time + + +

Measurement using Standard and Metric Systems – length, weight, mass, capacity

+ + +

Temperature +

Proportionality and similarity +

Transformations +

Strand: Number

Place Value + + + +

Counting/Naming + + + +

Comparing/Ordering + + + + +

Rounding + +


Fractions + + + +

Multiple Representations of fractions, decimals and the number system + + +

Factors + +

Number representations (Exponents, Scientific Notation) +

Number Systems + +

Strand: Operation

Addition and Subtraction + +

Compose and Decompose Numbers + +

Alternate and Mental strategies + + + + +

Estimation + + + +

Multiple representations/Models + + + + + +

Performing operations using fractions and other components of the number system

+

Converting between fractions, decimals and mixed numbers +

Multiplication and Division + + +

Strand: Algebra

Patterns + + + +

Writing/Evaluating Expressions, equations and inequalities + + + + +


Graphing + +

Strand: Data Analysis, Statistics and Probability

Data Displays + + + +

Analysis of data +

Measures of Variability + +

Theoretical and Experimental Probability +

Strand: Processes

Problem Solving + + + + + +

Communicating the results of a problem + + + + + +

Mathematical experimentation + + +


Geometry/Measurement


Perimeter/Area/Surface Area/Volume


Strand: Geometry/MeasurementTopic: Perimeter, Area, Surface Area and Volume

Grade: 3Score 4.0

In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Sample Tasks

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score 3.0

The student is expected to: 3.4.D Measure and calculate perimeters of quadrilaterals. 3.4.E Solve single- and multi-step word problems involving perimeters

of quadrilaterals and verify the solutions.

The student exhibits no major errors or omissions.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score 2.0

There are no major errors or omissions regarding the simpler details and processes as the student:

recognizes or recalls specific terminology such as:o perimeter, quadrilateral, length, and width

performs basic processes, such as: o calculates perimeter of quadrilaterals when given the

measurementsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content

Score 1.0

With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.0.5 With help, a partial understanding of the 2.0 content but not the 3.0 content

Score 0.0

Even with help, no understanding or skill demonstrated.


Strand: Geometry/MeasurementTopic: Perimeter, area, surface area and volume

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.3.B Determine the approximate area of a figure using square units. 4.3.C Determine the perimeter and area using formulas, and explain why

the formulas work. 4.3.D Determine the areas of figures that can be broken down into

rectangles. 4.3.E Demonstrate that rectangles with the same area can have different

perimeters, and that rectangles with the same perimeter can have different areas.

4.3.F Solve single- and multi-step word problems involving perimeters and areas of rectangles and verify the solutions.


Draw different rectangles, each with an area of 24 square units, and compare their perimeters.


Score 2.0


recognizes or recalls specific terminology such as:o multiplication, area, perimeter, length, width, formula, rectangle

performs basic processes, such as: o uses the given formula (2L+2W) to determine perimeter of

rectangleso uses the given formula (LxW) to determine area of rectangleso breaks down a figure into rectangles o labels the dimensions of rectangles

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

When given the formula (P=2L + 2W) or (A= L x W) students can determine the area and/or perimeter of a figure.

Ex:

1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0


Find the area and perimeter for the figure above.

2 in.

5 in.

contentScore 1.0


Score 0.0



Strand: Geometry/MeasurementTopic: Perimeter, area, surface area and volume

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.3.D Determine the formula for the area of a parallelogram by relating it to

the area of a rectangle. 5.3.E Determine the formula for the area of a triangle by relating it to the

area of a parallelogram. 5.3.F Determine the perimeters and areas of triangles and

parallelograms. 5.3.I Solve single- and multi-step word problems about the perimeters

and areas of quadrilaterals and triangles and verify the solutions.The student exhibits no major errors or omissions.

e.g., measure the base and height and apply the appropriate formula


Score 2.0


recognizes and recalls specific terminology such as:o parallelogram, rectangle, triangle, perimeter, area,

quadrilaterals, formula, base, height performs basic processes, such as:

o relates the area of a parallelogram to the area of a rectangleo relates the area of a triangle to the area of a parallelogramo given the base and height measures, determines the perimeters

and areas of triangles and parallelogramso given the dimensions of a figure, solves single step word

problems about the perimeters and areas of quadrilaterals, but does not verify the solution


Determine the perimeter of triangles and parallelograms when all lengths are labeled.

Determine the area of triangles and parallelograms when figures are on a grid.

1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0


contentScore 1.0


Score 0.0



Properties of Geometric Figures


Strand: Geometry/MeasurementTopic: Properties of Geometric Figures

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: K.3.A Describe circles, triangles, rectangles, squares (as special rectangles),

cubes, and spheres. K.3.B Sort shapes using a sorting rule and explain the rule.


Students should be encouraged to talk about the characteristics (e.g., round, four-cornered) of the various shapes and identify these shapes in a variety of contexts regardless of their location, size and orientation.

Students should sort shapes by given rules. Then students should be given the opportunity to make their own sorting rules and explain their reasoning.


Score 2.0


recognizes or recalls specific terminology such as:o circles, triangles, rectangles, squares, cubes, spheres, shapes

performs basic processes, such as: o identifies and names circles, triangles, rectangles, squares (as

special rectangles), cubes, and sphereso sorts shapes according to attributes


Given a selection of shapes students can sort them into two groups when given the attributes of as shape, size, and number of sides only.


Score 1.0


Score 0.0




Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.3.A Compare and sort a variety of two- and three-dimensional figures

according to their geometric attributes. 1.3.B Name two-dimensional figures, including those in real-world

contexts, regardless of size or orientation. 1.3.C Combine known shapes to create shapes and divide known shapes

into other shapes.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o compare, sort, combine, divide

performs basic processes, such as: o sorts a variety of two dimensional figures according to their

geometric attributeso identifies examples of two-dimensional figures, including those

in real-world contextso combines triangles to create rectangles OR divides rectangles

into trianglesHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Given a rectangle students can divide it into congruent triangles.


Score 1.0


Score Even with help, no understanding or skill demonstrated.


0.0



Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.4.A Solve problems involving properties of two- and three-dimensional

figures. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o side, angle, face

performs basic processes, such as: o recognizes or recalls accurate statements about the properties

of two dimensional figuresHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.4.C Identify and describe special types of quadrilaterals.


Use attributes such as parallel, perpendicular, intersecting lines, and right angles to identify and describe quadrilaterals including parallelograms, rectangles, rhombi or kites.


Score 2.0


recognizes or recalls specific terminology such as: o quadrilateral, squares, rectangle, parallelogram, rhombi,

trapezoid, kite, and perpendicular performs basic processes, such as:

o identifies simple quadrilaterals o recognizes or recalls accurate information about lines such as

parallel, perpendicular, and intersectingHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Student is able to name and identify simple quadrilaterals: squares, rectangles, and parallelograms.

Student is able to name and identify lines such as parallel, perpendicular, and intersecting.


Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.3.A Classify quadrilaterals. 5.3.C Identify, describe and classify triangles by angle measure and number of

congruent sides. 5.3.G Draw quadrilaterals and triangles from given information about sides

and angles.The student exhibits no major errors or omissions.

Classify triangles by their angles: acute, right, and obtuse Classify triangles by their sides: scalene, isosceles or

equilateral Draw quadrilaterals or triangles given side and angle

dimensions using a ruler, straight edge or protractor.


Score 2.0


recognizes or recalls terms such as: o quadrilateral, square, rectangle, parallelogram, rhombi,

trapezoid, kite, vertex/vertices, side, intersect, parallel, perpendicular, congruent, equilateral triangle, isosceles triangle, scalene triangle, angle, acute, obtuse, and two-dimensional

performs basic processes, such as: o identifies examples of quadrilaterals or triangleso draws an equilateral triangle or regular quadrilateral


Student is able to identify regular quadrilaterals such as squares, rectangles or parallelograms. (not trapezoids or irregular quadrilateral)

Student is able to identify right and equilateral triangles. Student is able to draw equilateral triangles or regular

quadrilaterals (not acute, right or obtuse triangles or trapezoids).


Score 1.0


Score 0.0



Lines/Angles


Strand: Geometry/MeasurementTopic: Lines/Angles

Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.4.A. Identify and sketch parallel, intersecting, and perpendicular lines and

line segments. 3.4.B Sketch right angles.



Score 2.0


recognizes or recalls specific terminology such as: o parallel, intersect, perpendicular, line , line segment, angle, and

right angle performs basic processes, such as:

o recognizes or recalls examples of parallel, intersecting, and perpendicular lines, right angles


Students can match the terms (parallel, intersecting, and perpendicular lines, and right angles) to the appropriate figures


Score 1.0


Score 0.0



Strand: Geometry/MeasurementTopic: Lines/Angles

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.3.B Sketch and measure acute, right, and obtuse angles.


Student uses a protractor to measure the size of different angles (acute, right, and obtuse) and correctly names each angle.

Student uses a protractor to draw angles given the degrees.


Score 2.0


recognizes or recalls specific terminology such as: o protractor, degree, acute angle, right angle, and obtuse angle

performs basic processes, such as: o recognizes or recalls examples of acute, right, and obtuse angleso demonstrates the correct use of a protractor to measure angles


Students can match the term (right, acute, and obtuse) to the picture of different angles.

Students can demonstrate the correct use of a protractor to measure angles.


Score 1.0


Score 0.0



Money


Strand: Geometry/MeasurementTopic: Money

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.2.H Name each standard U.S. coin, write its value using the $ (dollar)

sign and the ¢ (cent) sign, and name combinations of other coins with the same total value.

2.2.I Determine the value of a collection of coins totaling less than $1.00.


Student is able to recognize the coins and write the value using the correct sign.

Given a collection of coins such as a quarter, two pennies and a dime, student will be able to determine the total value as 37¢.


Score 2.0


recognizes or recalls specific terminology such as:o coin, penny, nickel, dime, quarter, half dollar, dollar

performs basic processes, such as: o names each standard U.S. coino writes each coin’s valueo combines quarters or dimes to total a given value (less than

$1.00)However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Student is able to recognize the following coins: nickel, penny, dime, and quarter.

Student is able to combine dimes or quarters to total a given value: 25, 50, 75 cents, or 20, 30, 40 cents, etc.


Score 1.0


Score 0.0



Measurement using Non-Standard units/Location terms


Strand: Geometry/MeasurementTopic: Measurement using Non Standard units/location terms

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: K.3.C Describe the location of one object relative to another object using

words such as in, out, over, under, above, below, between, next to, behind, and in front of.

K.4.A Make direct comparisons using measurable attributes such as length, weight, and capacity.



Score 2.0


recognizes or recalls specific terminology such as:o in, out, over, under, above, below, between, next to, behind,

and in front of, longer, shorter, taller, heavier, lighter, holds more than, holds less than

performs basic processes, such as: o follows verbal directions to locate one object relative to another

objecto recognizes or recalls appropriate object given the measureable

attribute, such as length, weight or capacityHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0




0.0



Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.4.A Explain why objects used to measure an attribute (length, weight,

capacity) must be consistent in size. 1.4.B Use a variety of non-standard units to measure length. 1.4.C Compare lengths using the transitive property. 1.4.D Use non-standard units to compare objects according to their

capacities or weights. 1.4.E Describe the connection between the size of the measurement unit

and the number of units needed to measure something.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o length, weight, capacity

performs basic processes, such as: o uses a variety of non-standard units, consistent in size, to

measure a measurable attribute (length, weight, capacity)o compares lengths of three objects o recognizes the connection between the size of the measurement

unit and the number of units needed to measure somethingHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0



Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.3.A Identify objects that represent or approximate standard units and

use them to measure length. The student exhibits no major errors or omissions.

Find a non-standard unit of measure that is approximately the same as a standard unit of measure (e.g., a paperclip is approximately an inch) and use it to measure length


Score 2.0


recognizes or recalls specific terminology such as:o standard and non-standard units

performs basic processes, such as: o uses a given non-standard unit to (e.g., a one-inch paper clip) to

measure lengthHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Given an object such as a pencil, student is able to use it to measure the length of a desk.


Score 1.0


Score 0.0



Time


Strand: Geometry/MeasurementTopic: Time

Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.4.F Name the days of the week and the months of the year, and use a

calendar to determine a day or month.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o Monday, Tuesday, Wednesday, Thursday Friday, Saturday,

Sunday, January, February, etc.; month, day year performs basic processes, such as:

o states how many days are in a week However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.3.D Describe the relative size among minutes, hours, days, weeks,

months, and years. 2.3.E Use both analog and digital clocks to tell time to the minute.



Score 2.0


recognizes or recalls specific terminology such as:o minutes, hours, days, weeks, months, years, analog, digital

performs basic processes, such as: o states the number of hours in a day, days in a week, weeks in a

month, or months in a yearo uses either analog or digital clocks to tell time to the minute



Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.4.C Estimate and determine elapsed time using a calendar, a digital

clock, and an analog clock.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o elapsed time

performs basic processes, such as: o selects and applies appropriate units and tools to measure timeo states the number of minutes in an hour, how days are

segmented and how many days are in a year (and how these days are made up into months) (e.g., 60 minutes equals one hour, a 24 hour time period is segmented into two 12 hour units, calendar year is 365 days, 56 weeks, and 12 months (consisting of 29 to 31 days))

o converts between minutes, hours, days, and monthsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Measurement using Standard and Metric Systems – length, weight, mass, capacity


Strand: Geometry/MeasurementTopic: Measurement using Standard and Metric Systems – length, weight, mass, capacity

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.3.B Estimate length using metric and U.S. customary units. 2.3.C Measure length to the nearest whole unit in both metric and U.S.

customary units. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o metric units (centimeters, meters), US customary units (inches,

feet), estimate performs basic processes, such as:

o recognizes or recalls examples of standard metric or customary U.S. units



Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.5.C Estimate, measure, and compare weight and mass using

appropriate-sized U.S. customary and metric units.

3.5.D Estimate, measure, and compare capacity using appropriate-sized U.S. customary and metric units.



Score 2.0


recognizes or recalls specific terminology such as:o mass, weight, ,capacity

performs basic processes, such as: o recognizes or recalls examples of measurement tools used for

measuring weight, mass and capacityHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.4.B Solve single- and multi-step problems involving familiar unit

conversions, including time, within either the U.S. customary or metric system.



Score 2.0


recognizes or recalls specific terminology such as: o unit, conversion, U. S. customary, metric, meters, centimeters,

inches, feet, and yards performs basic processes, such as:

o recognizes or recalls basic equality facts within systems: 100 centimeters equals a meter, or 12 inches equals a foot etc.



Score 1.0


Score 0.0



Temperature


Strand: Geometry/MeasurementTopic: Temperature

Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.5.B Measure temperature in degrees Fahrenheit and degrees Celsius

using a thermometer.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o Fahrenheit, Celsius, temperature, degree

performs basic processes, such as: o recognizes or recalls accurate statements about degrees

Fahrenheit and degrees Celsius However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Proportionality and Similarity


Strand: Geometry/MeasurementTopic: Proportionality and similarity

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.3.A Determine congruence of two-dimensional figures.



Score 2.0


recognizes or recalls specific terminology such as: o congruence

performs basic processes, such as: o demonstrates direct comparisons by tracing, cutting, flipping,

and/or foldingo recognizes examples of congruent and non-congruent figures



Score 1.0


Score 0.0



Transformations


Strand: Geometry/MeasurementTopic: Transformations

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.3.H Determine the number and location of lines of symmetry in triangles

and quadrilaterals.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o lines of symmetry

performs basic processes, such as: o recognizes triangles and quadrilaterals with lines of symmetry



Score 1.0


Score 0.0



Number


Place Value


Strand: NumberTopic: Place Value

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.1.B Connect place value models with their numerical equivalents to

1,000. 2.1.C Identify the ones, tens, and hundreds place in a number and the

digits occupying them. 2.1.E Group three-digit numbers into hundreds, tens, and ones in more

than one way. The student exhibits no major errors or omissions.

Group three digit numbers into hundreds, tens and ones in 3+ ways

Examples:o In the number 647, there are 6 hundreds, there

are 4 tens, and there are 7 ones.o There are 64 tens and 7 ones in 647. o There are 647 ones in 647.o There are 6 hundreds and 47 ones.


Score 2.0


recognizes or recalls specific terminology such as:o place value, ones, tens, hundreds, digit

performs basic processes, such as: o connects place value models with numerical equivalents to 500o identifies the ones, tens, and hundreds place in a two-digit

numbero groups two-digit numbers into tens, and ones


Student is able to group a three digit number into hundreds, tens and ones in 1-2 ways. (see 3.0)


Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.2.G Multiply any number from 11 through 19 by a single-digit number

using the distributive property and place value concepts.



Score 2.0


recognizes or recalls specific terminology such as:o distributive property, multiply

performs basic processes, such as: o uses base ten pieces to represent the multiplication of a two

digit number by a one digit numberHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.1.D Multiply by 10, 100, and 1,000. 4.1.E Compare the values represented by digits in whole numbers using

place value.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o place value and digits

performs basic processes, such as: o multiplies by 10’s o identifies the value of a digit in whole numbers using place value

up through the 100’s place However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Counting/Naming


Strand: NumberTopic: Counting/Naming

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: K.1.A Rote count by ones forward from 1 to 100 and backward from any

number in the range of 10 to 1. K.1.B Read aloud numerals from 0 to 31. K.1.E Count objects in a set of up to 20, and count out a specific number of

up to 20 objects from a larger set. K.1.G Locate numbers from 1 to 31 on a number line.



Score 2.0


recognizes or recalls specific terminology such as:o count, forward, backward, number

performs basic processes, such as: o rote counts by one’s forward from 1-50 and backwards from 5-1o reads aloud numerals from 0-15o counts objects in a set up to 10 and count out a specific number

of up to 10 objects from a larger setHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.1.A Count by ones forward and backward from 1 to 120, starting at any

number, and count by twos, fives, and tens to 100. 1.1.C Read aloud numerals from 0 to 1,000. 1.1.H Group and count objects by tens, fives, and twos.



Score 2.0


recognizes or recalls specific terminology such as:o twos, fives, tens

performs basic processes, such as: o counts by ones forward and backward from 1-50 starting at any

number and counts by twos, fives and tens to 50o reads aloud numerals from 0-50



Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.1.A Count by tens or hundreds forward and backward from 1 to 1,000,

starting at any number.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o tens, hundreds, thousands

performs basic processes, such as: o counts by tens or hundreds forward and backward from 1-500

starting at any numberHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.1.A Read, write, compare, order, and represent numbers to 10,000 using

numbers, words, and symbols.The student exhibits no major errors or omissions.2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0

contentScore 2.0


recognizes or recalls specific terminology such as:o compare, order, number words, symbols

performs basic processes, such as: o matches numbers (up to 5,000) to corresponding words and/or

symbolsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Comparing/Ordering


Strand: NumberTopic: Comparing/Ordering

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: K.1.D Order numerals from 1 to 10. K.1.F Compare two sets of up to 10 objects each and say whether the

number of objects in one set is equal to, greater than, or less than the number of objects in the other set.



Score 2.0


recognizes or recalls specific terminology such as:o equal to , greater than, less than

performs basic processes, such as: o orders numbers from 1-5o compares two sets of up to 5 objects each and says whether the

number of objects in one set is equal to, greater than, or less than the number of objects in the other set



Score 1.0


Score 0.0




Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.1.B Name the number that is one less or one more than any number given

verbally up to 120. 1.1.D Order objects or events using ordinal numbers. 1.1.E Write, compare, and order numbers to 120.



Score 2.0


recognizes or recalls specific terminology such as:o ordinal number, compare

performs basic processes, such as:o names the number that is one less or one more than any

number given verbally up to 50o recognizes or recalls examples of ordinal numbers up to and

including 10o writes, compares and orders numbers to 50



Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.1.F Compare and order numbers from 0 to 1,000.



Score 2.0


performs basic processes, such as: o compares and orders numbers from 0-500



Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.3.B Compare and order fractions that have denominators of 2, 3, 4, 5, 6, 8,

9, 10, and 12. 3.3.D Solve single- and multi-step word problems involving comparison of

fractions and verify the solutions.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o compares and orders fractions with like denominatorso recognizes or recalls examples of numbers represented by words

or symbolsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.2.B Read, write, compare, and order decimals through hundredths. 4.2.E Compare and order decimals and fractions (including mixed numbers)

on the number line, in lists, and with the symbols <, >, or =. 4.2.I Solve single- and multi-step word problems involving comparison of

decimals and fractions (including mixed numbers), and verify the solutions.


Represent, compare and order fractions, mixed numbers, and decimals to hundredths.

Examples: List in increasing order: 0.7, 0.2, 1.4 Write an inequality that compares 0.05 and 0.50


Score 2.0


recognizes or recalls specific terminology such as:o hundredths, tenths, decimal, fraction, mixed numbers

performs basic processes, such as: o recognizes numbers with decimals through the hundredthso compares and orders simple decimals and solves single step

word problems involving decimals or fractionsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

For example simple decimals might be: .10, .20, .25, .50, .75, .90,

For example, simple fractions: ¼, 1/3, ½, ¾ …

, 1.5 Partial knowledge of the 2.0 content but major errors or omissions regarding the 3.0 content

Score 1.0


Score 0.0



Rounding


Strand: NumberTopic: Rounding

Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.1.B Round whole numbers through 10,000 to the nearest tens, hundreds,

and thousands.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o round, tens, hundreds, and thousands

performs basic processes, such as: o recognizes examples of numbers being rounded to the nearest

tens, hundreds and thousandsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Strand: NumberTopic: Rounding

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.2.H Round fractions and decimals to the nearest whole number.



Score 2.0


recognizes or recalls specific terminology such as: o fractions, decimals, rounding, whole numbers

performs basic processes, such as: o recognizes examples of fractions and decimals that have been

rounded to the nearest whole numberHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Fractions


Strand: NumberTopic: Fractions

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.4.E Interpret a fraction as a number of equal parts of a whole or a set.



Score 2.0


recognizes or recalls specific terminology such as:o whole, part, equal, set, fraction

performs basic processes, such as: o recognizes or recalls accurate statements about fractionso matches fractions to a pictorial representation



Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.3.C Represent equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, 9,

10, and 12.The student exhibits no major errors or omissions.

Student is able to identify all fraction equivalents to one half using denominators of 4, 6, 8, 10 and 12.


Score 2.0


recognizes or recalls specific terminology such as:o denominators, equivalent fractions

performs basic processes, such as: o recognizes equivalent fractions with denominators of 2, 4, and 8


Student is able to identify fractions equivalent to one half such as two-fourths or four-eighths.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.2.F Write a fraction equivalent to a given fraction. 4.2.G Simplify fractions using common factors.



Score 2.0


recognizes or recalls specific terminology such as:o equivalent fraction, simplify fractions

performs basic processes, such as: o recognizes or recalls examples of equivalent fractions


Matches equivalent fractions.


Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.2.C Given two fractions with unlike denominators, rewrite the fractions

with a common denominator.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o unlike denominators, common denominators

performs basic processes, such as: o finds common denominators for unlike fractions that share

common factors (ex: denominators 2 and 4, or 3 and 6)However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Multiple Representations of fractions, decimals, and the number system


Strand: NumberTopic: Multiple Representations of fractions, decimals and the number system

Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.3.A Represent fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10,

and 12 as parts of a whole, parts of a set, and points on the number line.The student exhibits no major errors or omissions.


Score 2.0


recognizes specific terminology such as:o fractions as parts of whole, parts of sets, as points, and number

lines performs basic processes, such as:

o represents fractions that have denominators of 2, 3, 4, 5, 6 as parts of a whole and points on a number line



Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.2.A Represent decimals through hundredths with place value models,

fraction equivalents, and the number line.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o decimal, tenths, place value, equivalent

performs basic processes, such as: o represents decimals through tenths with place value models,

fraction equivalents and the number lineHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.2.A Represent addition and subtraction of fractions and mixed numbers

using visual and numerical models, and connect the representation to the related equation.


Example: 1 – ¾ =


Score 2.0


recognizes or recalls specific terminology such as:o numerical models, visual models, related equation

performs basic processes such as: o represents addition of fractions with like denominators using

visual and numerical models o represents subtraction of fractions with like denominators using

visual and numerical models However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Factors


Strand: NumberTopic: Factors

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.1.B Identify factors and multiples of a number.


Accurately identify factors and multiples of a number up to 100.

Factors


Score 2.0


recognizes or recalls specific terminology such as: o factor, multiple

performs basic processes, such as: o recognizes or recalls factors and multiples of numbers through 8


Identify factors and multiples of numbers through 12 Factors of 12 are: 1,2,3,4,6,12 Multiples are: 12, 24, 36, 48,etc.

1.5Score 1.0


Score 0.0



Strand: NumberTopic: Factors

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.2.D Determine the greatest common factor and the least common

multiple of two or more whole numbers.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o greatest common factor, least common multiples

performs basic processes, such as: o identifies the greatest common factor of whole numbers up to

10 and/or the least common multiple of whole numbers up to 10



Score 1.0


Score 0.0



Number Representations (Exponents, Scientific Notation)


Strand: NumberTopic: Number representations (Exponents, Scientific Notation)

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.1.D Write three-digit numbers in expanded form.



Score 2.0


recognizes or recalls specific terminology such as:o expanded form

performs basic processes, such as: o matches the expanded form of a two or three digit number to

the value of the two or three digits usedHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Matches 20 + 7 to the number 27


Score 1.0


Score 0.0



Number Systems


Strand: NumberTopic: Number Systems

Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.1.I Classify a number as odd or even and demonstrate that it is odd or

even.


Examples: 13 is odd because 13 counters cannot be regrouped

into two equal piles. 20 is even because every counter in this set of 20

counters can be paired with another counter in the set.


Score 2.0


recognizes or recalls specific terminology such as:o odd, even

performs basic processes, such as: o recognizes even and odd numberso uses objects to demonstrate whether a number is odd or even


For example 3 and 5 are odd numbers because they are on either side of the even number 4.

Student can use a ten’s frame to demonstrate whether a number is odd or even.


Score 1.0


Score 0.0



Strand: NumberTopic: Number Systems

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.5.A Classify numbers as prime or composite.



Score 2.0


recognizes or recalls specific terminology such as: o prime, composite

performs basic processes, such as: o recognizes or recalls accurate statements about prime and

composite numbersHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Operation


Addition and Subtraction


Strand: OperationTopic: Addition and Subtraction

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.2.A Quickly recall basic addition facts and related subtraction facts for

sums through 20. 2.2.B Solve addition and subtraction word problems that involve joining,

separating, and comparing and verify the solution 2.2.C Add and subtract two-digit numbers efficiently and accurately using a

procedure that works with all two-digit numbers and explain why the procedure works.



Score 2.0


recognizes or recalls specific terminology such as:o facts, two-digit

performs basic processes, such as: o recalls addition and subtraction facts for sums through 10o accurately adds and subtracts two-digit numbers up to and

including 20 However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Strand: OperationTopic: Addition and Subtraction

Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.1.C Fluently and accurately add and subtract whole numbers using the

standard regrouping algorithms. 3.1.E Solve single- and multi-step word problems involving addition and

subtraction of whole numbers and verify the solutions.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o regroup

performs basic processes, such as: o adds and subtracts whole numbers through 3-digit numberso solves single-step word problems involving addition and

subtraction of whole numbers However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Compose and Decompose Numbers


Strand: OperationTopic: Compose/Decompose Numbers

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: K.1.C Fluently compose and decompose numbers to 5. K.1.H Describe a number from 1-9 using 5 as a benchmark number.



Score 2.0


performs basic processes, such as: o identifies numbers between 0 and 5



Score 1.0


Score 0.0



Strand: OperationTopic: Compose/Decompose Numbers

Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.1.F Fluently compose and decompose numbers to 10. 1.2.D Demonstrate the inverse relationship between addition and

subtraction by undoing an addition problem with subtraction and vice versa.

1.2.E Add three or more one-digit numbers using the commutative and associative properties of addition.

1.2.G Quickly recall addition facts and related subtraction facts for sums equal to 10.



Score 2.0


recognizes or recalls specific terminology such as:o fact family

performs basic processes, such as: o fluently uses fact families to 5 to compose and decompose

numbers However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Alternate and Mental Strategies


Strand: OperationTopic: Alternate and Mental Strategies

Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.2.F Apply and explain strategies to compute addition facts and related

subtraction facts for sums to 18.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o sum, addition, subtraction

performs basic processes, such as: o recognizes or recalls strategies to compute addition facts and

related subtraction facts for digits to 10However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.2.D Add and subtract two-digit numbers mentally and explain the

strategies used.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o mentally adds or subtracts one digit numbers



Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.2.D Apply and explain strategies to compute multiplication facts to 10 X

10 and the related division facts. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o multiplication, division, facts

performs basic processes, such as: o computes multiplication facts to 10 x 10 and the related division

factsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.1.G Mentally multiply two-digit numbers by numbers through 10 and by

multiples of 10.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o mentally multiply

performs basic processes, such as: o multiplies one digit numbers by one digit numbers through 5

from memoryHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.1.E Mentally divide two-digit numbers by one-digit divisors and explain

the strategies used.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o divisor

performs basic processes, such as: o mentally divides one digit numbers by one digit divisors



Score 1.0


Score 0.0



Estimation


Strand: OperationTopic: Estimation

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.2.E Estimate sums and differences.



Score 2.0


recognizes or recalls specific terminology such as:o estimate

performs basic processes, such as: o recognizes an appropriate estimation for given addition and

subtraction problemsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.1.D Estimate sums and differences to approximate solutions to problems

and determine reasonableness of answers. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o estimate, approximate, sum, difference

performs basic processes, such as: o calculates sums and differences to approximate solutions to

problems However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.1.H Estimate products to approximate solutions to problems and

determine reasonableness of answers.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o estimate, product, approximate

performs basic processes, such as: o calculates products to approximate solutions to problems



Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.1.D Estimate quotients to approximate solutions and determine

reasonableness of answers in problems involving up to two-digit divisors. 5.2.G Estimate sums and differences of fractions, mixed numbers, and

decimals to approximate solutions to problems and determine reasonableness of answers.



Score 2.0


recognizes or recalls specific terminology such as:o quotient

performs basic processes, such as: o calculates quotients to approximate solutions involving up

to two-digit divisorso calculates sums and differences of fractions, mixed numbers,

and decimals to approximate solutions to problemsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Multiple Representations/Models


Strand: OperationTopic: Multiple Representations/Models

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: K.2.C Model addition by joining sets of objects that have 10 or fewer total

objects when joined and model subtraction by separating a set of 10 or fewerobjects.

K.2.D Describe a situation that involves the actions of joining (addition) or separating (subtraction) using words, pictures, objects, or numbers.



Score 2.0


performs basic processes, such as: o joins 5 or fewer objects to model addition and separates 5 or

fewer objects to model subtractionHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Strand: OperationsTopic: Multiple Representations/Models

Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.2.A Connect physical and pictorial representations to addition and

subtraction equations. 1.2.C Represent addition and subtraction on the number line.



Score 2.0


recognizes or recalls specific terminology such as:o number line

performs basic processes, such as: o places random numbers on a number line up to and including 10o recognizes physical and/or pictorial representations of addition

and subtraction equationsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.4.C Model and describe multiplication situations in which sets of equal

sizes are joined. 2.4.D Model and describe division situations in which sets are separated

into equal partsThe student exhibits no major errors or omissions.

You have 4 boxes with 3 apples in each box. How many apples do you have?


Score 2.0


recognizes or recalls specific terminology such as:o multiplication, division

performs basic processes, such as: o given models of multiplication and division situations,

determines the product or the quotientHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.2.A Represent multiplication as repeated addition, arrays, counting by

multiples, and equal jumps on the number line, and connect each representation to the related equation.

3.2.B Represent division as equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objects, and connect each representation to the related equation.

3.2.F Solve and create word problems that match multiplication or division equations.



Score 2.0


performs basic processes, such as: o represents multiplication as repeated addition, arrays, counting

by multipleso represents division as equal sharing, repeated subtraction and

formation of equal groups of objectso matches word problems with multiplication or division

equationsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0




0.0



Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.1.C Represent multiplication of a two-digit number by a two-digit number

with place value models.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o represents multiplication of a one digit number by a two digit

number with place value modelsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.1.A Represent multi-digit division using place value models and connect

the representation to the related equation. 5.1.F Solve single- and multi-step word problems involving multi-digit

division and verify the solutions.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o single digit, multi-digit, division

performs basic processes, such as: o represents single digit division using place value modelso solves single-step word problems involving multi-digit division



Score 1.0


Score 0.0



Performing operations using fractions and other components of the number system


Strand: OperationTopic: Performing operations using fractions and other components of the number system

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.2.E Fluently and accurately add and subtract fractions, including mixed

numbers. 5.2.F Fluently and accurately add and subtract decimals. 5.2.H Solve single- and multi-step word problems involving addition and

subtraction of whole numbers, fractions (including mixed numbers), and decimals, and verify the solutions.



Score 2.0


recognizes or recalls specific terminology such as:o fraction, mixed number, decimal

performs basic processes, such as: o adds and subtracts fractions with like denominators, including

mixed numberso adds and subtracts decimals to the tenths placeo solves single- word problems involving addition and subtraction

of whole numbers, and fractions with like denominators and decimals to the tenths place



Score 1.0




0.0


Converting between fractions, decimals and mixed numbers


Strand: OperationTopic: Converting between fractions, decimals and mixed numbers

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.2.C Convert a mixed number to a fraction and vice versa, and visually

represent the number. 4.2.D Convert a decimal to a fraction and vice versa, and visually represent

the number.



Score 2.0


performs basic processes, such as: o matches a mixed number to a fractiono matches a fraction to a mixed number



Score 1.0


Score 0.0



Multiplication and Division


Strand: OperationTopic: Multiplication and division

Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.2.E Quickly recall those multiplication facts for which one factor is

1, 2, 5, or 10 and the related division facts. 3.2.C Determine products, quotients, and missing factors using the inverse

relationship between multiplication and division. 3.2.H Solve single- and multi-step word problems involving multiplication

and division and verify the solutions. The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o solves single -step word problems involving multiplication and

divisiono recalls multiplication facts for which one factor is 1, 2 or 5 and the

related division factsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Strand: OperationTopic: Multiplication and Division

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.1.A Quickly recall multiplication facts through 10 X 10 and the

related division facts. 4.1.F Fluently and accurately multiply up to a three-digit number by one-

and two-digit numbers using the standard multiplication algorithm. 4.1.I Solve single- and multi-step word problems involving multi-digit

multiplication and verify the solutions. 4.1.J Solve single- and multi-step word problems involving division and

verify the solutions. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o multiplication, division, algorithm

performs basic processes, such as: o from memory, recalls single digit by double digit (to 10)

multiplication factso multiplies up to a three-digit number by one-digit number



Score 1.0


Score 0.0



Strand: OperationTopic: Multiplication and division

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.1.B Determine quotients for multiples of 10 and 100 by applying

knowledge of place value and properties of operations. 5.1.C Fluently and accurately divide up to a four-digit number by one- or

two-digit divisors using the standard long-division algorithm. The student exhibits no major errors or omissions.2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0

contentScore 2.0


recognizes or recalls specific terminology such as: o multiples, properties of operations

performs basic processes, such as: o determines quotients for multiples of 10 applying knowledge of

place valueo fluently and accurately divides up to a three-digit number by

one- or two-digit divisors However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Algebra


Patterns


Strand: AlgebraTopic: Patterns

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: K.2.A Copy, extend, describe, and create simple repetitive patterns. K.2.B Translate a pattern among sounds, symbols, movements, and

physical objects.


Examples: Red, red, yellow, red, red, yellow could translate to clap, clap, snap, clap, clap, snap


Score 2.0


recognizes or recalls specific terminology such as:o patterns

performs basic processes, such as: o recognizes and copies simple repeating patterns using sounds,

symbols, movements or physical objectsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.2.I Recognize, extend, and create number patterns.



Score 2.0


recognizes or recalls specific terminology such as:o number patterns, extend

performs basic processes, such as: o recognizes simple number patterns



Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.2.F: Create and state a rule for patterns that can be generated by

addition and extend the pattern.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o rule

performs basic processes, such as: o when given a rule for patterns that can be generated by

addition, extends the patternHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.4.A Describe and create a rule for numerical and geometric patterns and

extend the patterns 5.4.B Write a rule to describe the relationship between two sets of data

that are linearly relatedThe student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o recognizes examples of numerical and geometrical patterns



Score 1.0


Score 0.0



Writing/Evaluating expressions, equations and inequalities


Strand: AlgebraTopic: Writing/Evaluating Expressions, equations and inequalities

Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.2.B Use the equal sign (=) and the word “equals” to indicate that two

expressions are equivalent. 1.2.H Solve and create word problems that match addition or subtraction

equations.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o equal, = , expressions

performs basic processes, such as: o recognizes or recalls the equal sign (=) or the term equals to

indicate that two expressions are equivalentHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.2.G Solve equations in which the unknown number appears in a variety

of positions. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o unknown, solve, equations

performs basic processes, such as: o solves equations in which the unknown number appears after

the equal signHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.5.A Determine whether two expressions are equal and use “=” to denote

equality.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o expressions, equality

performs basic processes, such as: o evaluates simple expressions


Example: 9 = + 4

Write the number that completes this equation.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.4.A Represent an unknown quantity in simple expressions, equations, and

inequalities using letters, boxes, and other symbols.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o recognizes the variable in simple expressions, equations and

inequalitiesHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Strand: AlgebraTopic: Writing/ Evaluating Expressions, equations and inequalities

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.4.C Write algebraic expressions that represent simple situations and

evaluate the expressions, using substitution when variables are involved.


Examples: Evaluate (4 x n) + 5 when n=2 Compare the answers A and B below, why aren’t the

answers the same?A: (3 x 10) + 2B: (3 x (10 + 2)

Evaluate and write algebraic expressions using variables to represent situations.


Score 2.0


recognizes or recalls specific terminology such as:o algebraic, expressions, situations, evaluate, variables

performs basic processes, such as: o writes simple algebraic equations for a given situation


Example:Five kids were playing ball, a half an hour later there were 12 kids playing ball. How many kids joined the ball game?Write a simple equation to represent the situation.5 + n = 12


Score 1.0


Score 0.0



Graphing


Strand: AlgebraTopic: Graphing

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.4.D Graph and identify points in the first quadrant of the coordinate plane

using ordered pairs. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o ordered pairs, graph, points, quadrant, coordinate plane

performs basic processes, such as: o recognizes points in the first quadrant of the coordinate plane



Score 1.0


Score 0.0



Strand: AlgebraTopic: Graphing

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.4.D Graph ordered pairs in the coordinate plane for two sets of data

related by a linear rule and draw the line they determine. The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o linear rule, coordinate plane

performs basic processes, such as: o graphs ordered pairs in the coordinate plane



Score 1.0


Score 0.0



Data Analysis, Statistics and Probability


Data Displays


Strand: Data Analysis, Statistics and ProbabilityTopic: Data Displays

Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 2.4.B Collect, organize, represent, and interpret data in bar graphs and

picture graphs.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as:o collect, organize, represent, interpret

performs basic processes, such as: o given the data, creates simple bar graphs and picture graphs



Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.5.E Construct and analyze pictographs, frequency tables, line plots, and

bar graphs.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o pictographs, frequency tables, line plots, and bar graphs

performs basic processes, such as: o recognizes or recalls examples of graphs: pictographs, frequency

tables, line plots and bar graphsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.4.H Display the results of probability experiments and interpret the

results. The student exhibits no major errors or omissions.

Displays include tallies, frequency tables, graphs, pictures, and fractions.


Score 2.0


recognizes or recalls specific terminology such as:o probability, experiments

performs basic processes, such as: o displays the results of a probability experiment with tallies, or

pictures However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.5.C Construct and interpret line graphs.



Score 2.0


recognizes or recalls specific terminology such as: o line graphs; interpret, construct

performs basic processes, such as: o recognizes or recalls the difference between a line graph and a

histogram However, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Analysis of Data


Strand: Data Analysis, Statistics and Probability Strand:Topic: Analysis of data

Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 1.5.A Represent data using tallies, tables, picture graphs, and bar- type

graphs 1.5.B Ask and answer comparison questions about data.



Score 2.0


recognizes or recalls specific terminology such as:o compare, data,

performs basic processes, such as: o answers simple descriptive questions about data


Ex. who has the fewest pockets


Score 1.0


Score 0.0



Measures of Variability


Strand: Data Analysis, Statistics and Probability Topic: Measures of variability

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.4.E Determine the median, mode, and range of a set of data and describe

what each measure indicates about the data.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls terminology such as: o mean, median, mode

performs basic processes, such as: o recognizes or recalls accurate statements about median, mode

and rangeHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Strand: Data Analysis, Statistics and Probability Topic: Measures of variability

Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 5.5.B Determine and interpret the mean of a small data set of whole

numbers.The student exhibits no major errors or omissions.


Score 2.0


recognizes or recalls specific terminology such as: o mean

performs basic processes, such as: o determines the mean of a small data set of whole numbers (set

of 5 numbers)However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

Given a set of numbers (heights of students) determine mean of that set.


Score 1.0


Score 0.0



Theoretical and Experimental Probability


Strand: Data Analysis, Statistics and ProbabilityTopic: Theoretical and Experimental Probability

Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 4.4.G Determine a simple probability from a context that includes a picture. 4.4.F Describe and compare the likelihood of events.



Score 2.0


recognizes or recalls specific terminology such as: o probability, likelihood of events (certain, likely, unlikely,

impossible) performs basic processes, such as:

o determines a simple probability using spinners, coins, and other manipulatives related to probability



Score 1.0


Score 0.0



Processes


Problem Solving


Strand: ProcessesTopic: Problem Solving

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student is expected to: Use the Problem Solving Process to solve grade level appropriate problems

o K.5.A Identify the question(s) asked in a problem.o K.5.B Identify the given information that can be used to solve a

problem.o K.5.C Recognize when additional information is required to

solve a problem.o K.5.D Select from a variety of problem-solving strategies and

use one or more strategies to solve a problem.o K.5.E Answer the question(s) asked in a problem. o K.5.G Determine whether a solution to a problem is

reasonable.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o recognizes or recalls accurate statements about problem solving

using grade specific performance expectationsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student is expected to: Use the Problem Solving Process to solve grade level appropriate problems:

o 1.6.A Identify the question(s) asked in a problem.o 1.6.B Identify the given information that can be used to solve a

problem.o 1.6.C Recognize when additional information is required to

solve a problem.o 1.6.D Select from a variety of problem-solving strategies and

use one or more strategies to solve a problem.o 1.6.E Answer the question(s) asked in a problem. o 1.6.F Identify the answer(s) to the question(s) in a problem.



Score 2.0





Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student is expected to: Use the problem solving process to solve grade level appropriate problems:

o 2.5.A Identify the question(s) asked in a problem and any other questions that need to be answered in order to solve the problem.

o 2.5.B Identify the given information that can be used to solve a problem.

o 2.5.C Recognize when additional information is required to solve a problem.

o 2.5.D Select from a variety of problem-solving strategies and use one or more strategies to solve a problem.

o 2.5.G Determine whether a solution to a problem is reasonable.The student exhibits no major errors or omissions.


Score 2.0





Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: Use the steps of the problem solving process to solve grade level appropriate

problems:o 3.6.A Determine the question(s) to be answered given a problem situation.o 3.6.B Identify information that is given in a problem and decide whether it

is necessary or unnecessary to the solution of the problem.o 3.6.C Identify missing information that is needed to solve a problem.o 3.6.D Determine whether a problem to be solved is similar to previously

solved problems, and identify possible strategies for solving the problem.o 3.6.E Select and use one or more appropriate strategies to solve a

problem.o 3.6.H Analyze and evaluate whether a solution is reasonable, is

mathematically correct, and answers the question.The student exhibits no major errors or omissions.


Score 2.0





Score 1.0




0.0



Grade: 4Score 4.0


Sample Tasks


Score 3.0


problems:o 4.5.A Determine the question(s) to be answered given a problem

situation. o 4.5.B Identify information that is given in a problem and decide

whether it is essential or extraneous to the solution of the problem.o 4.5.C Identify missing information that is needed to solve a

problem.o 4.5.D Determine whether a problem to be solved is similar to

previously solved problems, and identify possible strategies for solving the problem.

o 4.5.E Select and use one or more appropriate strategies to solve a problem and explain why that strategy was chosen.

o 4.5.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols.

o 4.5.H Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.



Score 2.0






Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0


problems:o 5.6.A Determine the question(s) to be answered given a

problem situation.o 5.6.B Identify information that is given in a problem and

decide whether it is essential or extraneous to the solution of the problem.

o 5.6.C Determine whether additional information is needed to solve the problem.

o 5.6.D Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.

o 5.6.F Represent a problem situation using words, numbers, pictures, physical objects, or symbols.

o 5.6.H Analyze and evaluate whether a solution is reasonable, is mathematically correct, and answers the question.



Score 2.0






Score 1.0


Score 0.0



Communicating the results of a problem


Strand: ProcessesTopic: Communicating the Results of a Problem

Grade: KScore 4.0


Sample Tasks


Score 3.0

The student, while solving grade level appropriate problems, is expected to: K.5.F. Describe how a problem was solved.



Score 2.0


recognizes or recalls specific terminology such as: o solve, problem

performs basic processes, such as: o K.5.E answers the question(s) asked in a problem



Score 1.0


Score 0.0




Grade: 1Score 4.0


Sample Tasks


Score 3.0

The student, while solving grade level appropriate problems, is expected to : 1.6.G Describe how a problem was solved.



Score 2.0


performs basic processes, such as: o identifies a strategy to solve a problem



Score 1.0


Score 0.0




Grade: 2Score 4.0


Sample Tasks


Score 3.0

The student, while solving grade level appropriate problems, is expected to: 2.5.E Identify the answer(s) to the question in the problem. 2.5.F Describe how a problem was solved.



Score 2.0


performs basic processes, such as: o identifies a strategy to solve a problem



Score 1.0


Score 0.0




Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student, while solving grade level appropriate problems, is expected to: 3.6.F Represent a problem situation using words, numbers, pictures,

physical objects or symbols. 3.6.G Explain why a specific problem-solving strategy or procedure was

used to determine a solution. 3.6.I Summarize mathematical information, draw conclusions, and

explain reasoning.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o recognizes appropriate words, numbers, pictures or symbols

that represent given problem situationso recognizes or recalls accurate statements about or examples of

specific problem-solving strategies or procedureso identifies mathematical information from the problem



Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0

The student, while solving grade level appropriate problems, is expected to: 4.5.G Explain why a specific problem-solving strategy or procedure was

used to determine a solution. 4.5.I Summarize mathematical information, draw conclusions, and

explain reasoning.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o recognizes appropriate words, numbers, pictures or symbols

that represent given problem situationso recognizes or recalls accurate statements about or examples of

specific problem-solving strategies or procedureso identifies mathematical information from the problem



Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0

The student, while solving grade level appropriate problems, is expected to: 5.6.E Select and use one or more appropriate strategies to solve a

problem, and explain the choice of strategy. 5.6.G Explain why a specific problem-solving strategy or procedure

was used to determine a solution. 5.6.I Summarize mathematical information, draw conclusions, and

explain reasoningThe student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o selects an appropriate strategyo recognizes or recalls examples of representations of problem

situationsHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0



Mathematical Experimentation


Strand: ProcessesTopic: Mathematical Experimentation

Grade: 3Score 4.0


Sample Tasks


Score 3.0

The student is expected to: 3.6.J Make and test conjectures based on data (or information)

collected from grade level appropriate explorations and experiments.The student exhibits no major errors or omissions.


Score 2.0


performs basic processes, such as: o recognizes or recalls examples of accurate conjectures based on

dataHowever, the student exhibits major errors or omissions regarding the more complex ideas and processes.


Score 1.0


Score 0.0




Grade: 4Score 4.0


Sample Tasks


Score 3.0




Score 2.0





Score 1.0


Score 0.0




Grade: 5Score 4.0


Sample Tasks


Score 3.0




Score 2.0





Score 1.0


Score 0.0



Geometry/Measurement - files.nwesd.org · Web view3.4.E Solve single- and multi-step word problems...

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Transcript of Geometry/Measurement - files.nwesd.org · Web view3.4.E Solve single- and multi-step word problems...